Abstract

MIQUEL-VERGES, Joan. Computational theory and cognitive science: cognitive clogging and barriers in the process of knowledge acquisition in the field of computer science applied to translation. Ciênc. cogn. [online]. 2006, vol.9, pp. 42-55. ISSN 1806-5821.

In order to be able to understand how learning takes place in a given field it is necessary to accurately ascertain how people solve problems in that same area. The first step to do so is to try to reconstruct the mental process, or the programmes, which individuals use to solve a specific problem. In addition to problems specific to each subject matter the findings of research conducted within Cognitive Science point to the existence of cognitive or instructional cloggings of a general nature: very few students manage to progress from low-level skills to high-level skills (from basic and memorization skills to versatile high-level skills pertaining to an advanced rank). In this article we intend to identify those cognitive or instructional cloggings and to discover which of them are specific to computer science applied to translation. © Ciências & Cognição 2006; Vol. 09: xxx-xxx

Keywords : computer science applied to translating; cognitive level; cognitive clogging; instructional clogging; computer science; translation.

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